Teacher leaders are practicing researchers. They constantly investigate and reflect on innovative strategies for student success. During a season of drastic change in Durham, North Carolina, public school teachers were forced to reconceptualize the curriculum. Two separate and unequal school districts merged forcing a paradigm shift. What can we learn from these teacher leaders as they reflected on the impact of the texts selected for their more diverse classes?
Tentang Penulis
Dr. Rita Thorpe Lamb is an experienced educator. Her career path has been from public school teacher to university administrator. She has served as University Supervisor of English Education, Director, Assistant Dean and Interim Dean. At North Carolina Agricultural and Technical State University, she led the redesign of and directed the student success center. She provided the vision and leadership for university-wide retention initiatives and led the development of the universitys comprehensive retention plan for seven years. She also served as retention consultant to other universities.
She currently serves as Interim Dean of the School of the Arts and Professions at the University of Maryland Eastern Shore. Among other publications, she is published in HBCUs Model for Success: Supporting Achievement and Retention of Black Males (Thurgood Marshall Scholarship Fund, 2006).
Dr. Lamb is a graduate of Spelman College in Atlanta, Georgia, North Carolina Central University in Durham, North Carolina and New York University where she earned a Doctorate of Philosophy in English Education. She also studied at Duke University, Oxford University, and the University of North Carolina at Chapel Hill. She has presented at numerous conferences on academic advising and retention, student success, multicultural literature and leadership. She is the recipient of several awards and honors for her professional service, including the Woman of Achievement Award (Greensboro, NC).
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